Frequently asked questions:
Why might children need speech and language therapy assessment?
Parents recognise that children may develop their mobility from sitting to walking
by different routes and at different rates and that the pattern of development in
communication skill will also vary.
Where parents are concerned that there may be significant delay, difficulty or difference in the way their child communicates,
they will be anxious to understand the nature of the problem and to know how
best to help. Where language is developing typically, parents’ intuitive approach
to encouraging language is almost always appropriate. However, where there are
difficulties, well intentioned remedies can often have the wrong effect.
Often parents may be worrying unnecessarily and informal discussion, assessment
and reassurance is all that is needed.
What does therapy involve for children?
With very young children, therapy will be play based; parents will always be active
participants in the session and will develop the skills required to continue the
programme at home. School-aged children will be joint partners with parents in the process and will
enjoy working towards specific targets. Goals set will always be achievable and
the child will always be involved in making choices. For therapy to be successful,
high motivation is crucial.
Young people at secondary school stage choose whether or not they want parents
to stay for the initial assessment and would be asked for their own opinion about
their communication skills. After discussion and explanation of the therapy plan
proposed (and the planned outcomes) they would be asked to take time to decide
whether they wanted to come for therapy. Their true interest and commitment
is essential and it is suggested that unless they are keen to proceed, therapy be
postponed until they feel differently.
It is important that they take pride in their achievement and responsibility for
carrying out practice. They will usually make choices about how this is carried out
and a programme can be moulded which suits their personality.
Is my child too young for speech and language therapy?
No. We are happy to see babies and toddlers whenever parents have concerns. All
therapy is matched to the age and stage of the child.
Is my child too old for speech and language therapy?
No. Therapy can be effective at any age and awareness and motivation for change
often increases with age.
Why should parents be involved in sessions?
This essential for younger children as therapy often requires small changes in the
children’s daily ‘language environment’ to encourage the development sought.
Children’s most constant companions are their parents and it is they who can best
facilitate practice.
How long does therapy take?
This naturally depends on individual circumstances. Usually an agreement will be
made for an initial period of some sessions, followed by a review of progress.
How can the teachers in school help?
Teachers are usually very interested to know about children’s communication skills
and needs and are keen to support therapy and to discuss possible approaches.
Where appropriate, programmes for use in school can be planned jointly with the
teacher.
Parents recognise that children may develop their mobility from sitting to walking
by different routes and at different rates and that the pattern of development in
communication skill will also vary.
Where parents are concerned that there may be significant delay, difficulty or difference in the way their child communicates,
they will be anxious to understand the nature of the problem and to know how
best to help. Where language is developing typically, parents’ intuitive approach
to encouraging language is almost always appropriate. However, where there are
difficulties, well intentioned remedies can often have the wrong effect.
Often parents may be worrying unnecessarily and informal discussion, assessment
and reassurance is all that is needed.
What does therapy involve for children?
With very young children, therapy will be play based; parents will always be active
participants in the session and will develop the skills required to continue the
programme at home. School-aged children will be joint partners with parents in the process and will
enjoy working towards specific targets. Goals set will always be achievable and
the child will always be involved in making choices. For therapy to be successful,
high motivation is crucial.
Young people at secondary school stage choose whether or not they want parents
to stay for the initial assessment and would be asked for their own opinion about
their communication skills. After discussion and explanation of the therapy plan
proposed (and the planned outcomes) they would be asked to take time to decide
whether they wanted to come for therapy. Their true interest and commitment
is essential and it is suggested that unless they are keen to proceed, therapy be
postponed until they feel differently.
It is important that they take pride in their achievement and responsibility for
carrying out practice. They will usually make choices about how this is carried out
and a programme can be moulded which suits their personality.
Is my child too young for speech and language therapy?
No. We are happy to see babies and toddlers whenever parents have concerns. All
therapy is matched to the age and stage of the child.
Is my child too old for speech and language therapy?
No. Therapy can be effective at any age and awareness and motivation for change
often increases with age.
Why should parents be involved in sessions?
This essential for younger children as therapy often requires small changes in the
children’s daily ‘language environment’ to encourage the development sought.
Children’s most constant companions are their parents and it is they who can best
facilitate practice.
How long does therapy take?
This naturally depends on individual circumstances. Usually an agreement will be
made for an initial period of some sessions, followed by a review of progress.
How can the teachers in school help?
Teachers are usually very interested to know about children’s communication skills
and needs and are keen to support therapy and to discuss possible approaches.
Where appropriate, programmes for use in school can be planned jointly with the
teacher.
